As tecnologias assistivas na alfabetização da criança com deficiência visual: o caso da coordenadoria de apoio educacional a pessoa com deficiência

• Ano de defesa: 2022
• Autor(a) principal: Cunha, Marleide dos Santos
• Orientador(a): Silva, Paulo Roberto Boa Sorte
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação especial; Ensino; Alfabetização; Educação inclusiva; Crianças com deficiência visual; Tecnologia educacional; Atendimento educacional especializado; Tecnologia assistiva
• Palavras-chave em Inglês: Assistive technology; Child with visual impairment; Literacy; Specialized educational attendance
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/16832

The main objective of the present study was to investigate the limits and possibilities of the use of assistive technologies in the literacy of children with visual impairments. This is a case study under qualitative research perspective, descriptive and exploratory, whose collection tools were: systematic and unsystematic observations; semi-structured interviews; documents of the institution and readings related to the proposed theme. The field of study was the Coordination of Educational Support to People with Disabilities (COEPD in Portuguese), located at Aracaju, Brazilian state of Sergipe. The participants of the study were two blind children and two low-vision ones. The inclusion criteria were enrollment in the COEPD’s literacy program and in a regular school, as well as attendance to classes at COEPD. As participants, we also had the two literacy teachers, a computer class teacher, the current COEPD coordinator, and a complementary interview with a former coordinator of the institution. The data analysis was based on the research objectives and aligned with the theoretical foundation of the study. The results found in the field research pointed out the contributions of the assistive technologies in the teaching and learning process, as they are structuring pieces, especially those created by the literacy teachers, so that literacy could be accomplished according to the needs of each blind or low-vision child. The relevance of the literacy paths used was evident and lead us to reflect on the teacher's training and on how students are taught literacy in order to present a significant development in learning. However, it is recognized that additional investments are needed to make it possible for teachers to work with more pedagogical resources; with more material for creating low-cost assistive technologies; as well as more high-technology resources, also in the perspective of updating the assistive technologies existing in the institution. During the research, aiming at continuing education, we also concluded that it is important to emphasize the need for updating in the area of Linguistics so that the text can be the starting and ending point in literacy, since the rare continuing education courses available are almost always only in the specific areas of so-called special and inclusive education. It is also necessary to present possibilities of using digital technologies as alternatives in the teaching and learning process in the literacy phase at COEPD.